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1. Aim: To develop a supply chain for a food industry. 2. Purpose of supply chain: to reach customers need 3. Supply chain principles: guide lines--- 7 principles 4. Strategy --- to supply right product at right time in intersectionist 5. Implementation procedure: Discuss relationship with: Supply chain and logistics Supply chain strategy Procurement and inventory management Business strategy 6. Discuss how supply chain management and logistics with examples. Note: APA style format 6 to 8 pages ...

1. Aim: To develop a supply chain for a food industry.
2. Purpose of supply chain: to reach customers need
3. Supply chain principles: guide lines--- 7 principles
4. Strategy --- to supply right product at right time in
intersectionist
5. Implementation procedure:
Discuss relationship with:
Supply chain and logistics
Supply chain strategy
Procurement and inventory management
Business strategy
6. Discuss how supply chain management and logistics with
examples.
Note:
APA style format
6 to 8 pages

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Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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